EFFECT OF TEACHER – STUDENT RELATIONSHIP ON ACADEMIC PERFORMANCE OF BIOLOGY STUDENT IN SENIOR SECONDARY SCHOOL
CHAPTER ONE INTRODUCTION
- Background To Study
One of the most pure and deeply inspirational relationships is that of a devoted teacher and willing students. Almost everyone has a favorite and those we liked less, it totally depends on how the student teacher relationship were developed, nurtured and given space to evolve.(Kim Lee, 2016)
Aligned with the attachment theory positive STR enables the students to feel secure and safe in their learning environment and provide scaffolding for social and academic skills. Teachers who support students in learning environment can positively impact their academic outcomes which are important for long term trajectory of academic achievement and eventually employment. (Baker.et al 2008)
Researcher who have investigated STR for older students have found that positive STR are associated with positive academic and social outcomes for high school students (Cataldi & Kewall Ramani,2009)
According to Whitaker (2005), the main variable in the classroom is not the student, but the teacher. Great teachers have high expectations for their students, but even higher expectations for themselves. These teachers recognize the importance of connecting with their students, that if they are unable to connect with them emotionally then influencing their minds may be impossible.
“Good teachers put snags in the river of children passing by, and over time, they redirect hundreds of lives… There is an innocence that conspires to hold humanity together …” (Bolman & Deal, 2005, p. 124).
Whitaker (2005) suggests that teachers are the first and perhaps most important point of contact in a student’s life. Despite the countless reforms, educational movements, and programs implemented to improve education, no other element can be as profound as the human element. He urges, “It’s the people, not the programs” (Whitaker, 2005)
“A fundamental question for a student is ‘Does my teacher like me?’ Given a rigorous, aligned curriculum, the answer to that simple question is our best predictor of student achievement” (Terry, 2008).
Lavoie’s (2007) book: “The Motivation Breakthrough: 6 secrets to turning on the tuned-out child” he told the story of an inflexible teacher arguing the need for passive instruction and in passive learning. The teacher contended that his job was to provide his students with information and their job was to absorb that information. He continued his passiveness by arguing those who did not want to learn could sit in the back and sleep. The teacher’s final comment “… that is not my problem…I’m a teacher not his cheerleader” suggests that there are teachers who still have a misunderstanding of their roles in the classroom (Whitaker, 2005)
Teacher knowledge and efficacy of student motivation and achievement are crucial components to creating relationships that motivate. Both teachers and students have to value their contribution. A student has to feel worthwhile and appreciated. A teacher needs to recognize that he or she can have a positive effect on their students. Wise man and Hunt (2005) refer to this as “teacher efficacy” and note that the more the teacher believes in this, the more they will cause it to happen.
Students are influenced by perceptions of their teacher’s even handedness, competence, caring and support as well as the nature of the teacher-student relationship that results (Stipek, 2005). A student wants to feel connected to people and to feel as though he or she deserves to be loved and respected (Stipek, 2005). According to Stipek many of the students who are not doing well academically, are the same ones who have a poor relationship with their teachers. Typically, the more they fall behind academically, often, the more this relationship is weakened. If they are constantly remains back in class, the environment and the teacher-student relationship (STR) begin to hold negative associations. Students who perceived a more nurturing relationship with their teachers tended to have better attitudes towards academics and often did better than their peers who lacked the same support system.
Some other researches supported the idea that a good teacher-student relationship positively influenced learning. The more connected a child feels, the more they are willing to attempt tasks and to seek help when necessary. The student who feels this sense of connectedness may want to maintain it or please the teacher by doing well in class.
Statement of problem
The relationships that teachers develop with their students have an important role in a student’s academic growth. Hallinan (2008) writes “Learning is a process that involves cognitive and social psychological dimensions, and both processes should be considered if academic achievement is to be maximized” (p. 271).
The unbalanced reliance on test scores to determine success does not provide an accurate accounting of all that goes into creating an effective learning environment. Rothstein, Jacobsen, & Wilder
(2008) agreed saying, “it is surprising that so many education policymakers have been seduced into thinking that simple quantitative measures like test scores can be used to hold schools accountable for achieving complex educational outcomes” (p. 27).
Meyer & Turner (2002) discussed their findings illustrating the importance of students’ and teachers’ emotions during instructional interactions. They determined that “through studying student-teacher interactions, our conceptualization of what constitutes motivation to learn increasingly has involved emotions as essential to learning and teaching” (p.107). Their results provide support for further study of the inclusion of interpersonal relationships in the instructional setting and to what degree those relationships affect the students’ learning environment. The quality of the relationship between a student and the teacher will result in a greater degree of learning in the classroom according to Downey (2008).
Mohrman, Tenkasi, & Mohrman, (2003) assert “lasting change does not result from plans, blueprints, and events, rather change occurs through interaction of participants” (p. 321). Strong teacher-student relationships may be one of the most important environmental factors in changing a child’s educational path (Baker, 2006). This case study will explore the environmental factors that are deliberately created by the study participant as she interacts with the student on their educational path. As Cazden (2001) asserts, the establishment of social relationships can seriously impact effective teaching and accurate evaluation in a classroom.
A final problem with the research is that studies examining pupil-teacher relationships and academic growth in a pre-post fashion have failed to demonstrate that the academic growth is directly related to a single academic year‟s teacher. Rather than measure academic growth in a single academic year, researchers have measured academic growth over many years while only measuring the pupil-teacher relationship during a single academic year. For example, a recent longitudinal study by Wu, Hughes, and Kwok (2010) assessed academic growth as it related to pupil-teacher relationships and other significant variables such as peer relatedness, classroom engagement, and behavior. The researchers assessed 706 elementary pupils who were recruited into the study when they were in the first grade (Year 1 of the study).
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EFFECT OF TEACHER – STUDENT RELATIONSHIP ON ACADEMIC PERFORMANCE OF BIOLOGY STUDENT IN SENIOR SECONDARY SCHOOL